K12ELA008: English Language Arts 8

Unit 3: What is Courage?You will gain critical reading and viewing skills in this unit, with a
focus on true stories. This unit’s materials feature two important
periods in American history. Incidents in the Life of a Slave Girl by
Harriet Jacobs is a first-person account of a young woman’s life in
slavery. In addition to this text, you will examine letters from World
War II, from soldiers to their loved ones, and study some of the
persuasive posters that were used to inspire patriotism and boost morale
during the war. The letters and posters will give you the opportunity to
explore nontraditional texts that still convey important stories and
information. As with the previous units, the texts will give you the
chance to practice important reading comprehension and literary analysis
skills.

This unit’s writing task is an argumentative essay. You may already
have some topics you feel strongly about; if so, you should jot some of
them down now for future exploration. If you don’t have any ideas now,
you will have time when you get to that part of the unit. You will also
learn about the difference between verbs and verbals and the importance
of subject-verb agreement.

You will also get the chance to incorporate art into your study of
language and literature by creating a persuasive poster. This project
will require you to use critical thinking skills as you figure out how
to visually represent your message.

Unit 3 Time Advisory
This unit should take approximately 20 hours to complete.

Unit3 Learning Outcomes
Upon successful completion of this unit, you will be able to:
- Cite new information about two notable historic periods.
- Estimate the cultural and historic value of both pieces of
literature.
- Identify common themes across historical periods.
- Write original texts for multiple purposes: to be read and to be
shared orally.
- Identify themes in art, and connect them to themes in texts from the
same time period.
- Demonstrate understanding of Standard English grammar and usage.

3.1 Reading Informational Text: Incidents in the Life of a Slave
Girl by Harriet Ann Jacobs
Incidents in the Life of a Slave Girl by Harriet Ann Jacobs tells the
true story of a young woman’s experiences in slavery. Published in the
years leading up to the Civil War, it provides a first-person account of
what it was like to be a slave. As you actively read Harriet’s story,
you will continue to develop reading comprehension and literary analysis
skills. You should have a notebook nearby as you read so you can note
anything you want to remember or write about in more detail at a later
time.

3.1.1 Reading Comprehension3.1.1.1 The Main Idea
- Reading: Project Gutenberg: Harriet Ann Jacobs's *Incidents in the
Life of a Slave Girl*
Link: Project Gutenberg: Harriet Ann Jacobs’s Incidents in the
Life of a Slave
Girl(HTML)

Instructions: From your previous study, you know the main idea of
the text refers to what the text is mostly about. Before you start
reading, it’s also helpful to think about your prior knowledge in
order connect your previous ideas to your new learning. Think about
what you already know about slavery, specifically the day-to-day
experiences of slaves. Then, read Chapter 1 through Chapter 12.
After you complete a chapter, summarize the main idea of that
chapter in a sentence or two.

It should take approximately 3 hours to read and write a brief
summary of each chapter.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.5](http://www.corestandards.org/ELA-Literacy/RI/8/5)
- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.1.1.2 Sequence of Events
- Reading: Project Gutenberg: Harriet Ann Jacobs’s *Incidents in the
Life of a Slave Girl*
Link: Project Gutenberg: Harriet Ann Jacobs’s Incidents in the
Life of a Slave
Girl(HTML)

Instructions: Read from Chapter 13 through Chapter 26. As you read,
focus on the sequence of events in the story. What were some of the
key events in the story’s first 12 chapters? How do you think the
middle of the story will proceed? Identify events you think are
important. In the next subunit, you will focus on cause and effect
again, so as you identify events, think about the connections
between events and causal relationships.

It should take approximately 3 hours to read this part of the
text.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.5](http://www.corestandards.org/ELA-Literacy/RI/8/5)
- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.1.1.3 Cause and Effect
- Reading: Project Gutenberg: Harriet Ann Jacobs’s *Incidents in the
Life of a Slave Girl*
Link: Project Gutenberg: Harriet Ann Jacobs’s Incidents in the
Life of a Slave
Girl(HTML)

Instructions: Read Chapter 26 through Chapter 42, which is the end
of the book. During your study of South: Journal of His Last
Expedition to Antarctica, you read a short document about cause and
effect. If you need to review it, you can find it
here.
As you read the last several chapters of Incidents in the Life of a
Slave Girl, try to identify some of the cause and effect
relationships from the text. You aren’t limited to this final
section; you may go back to earlier parts of the text. What are some
of the “chains” of events, where one thing happens as a result of
something else? Write down your responses in your notebook.

It should take approximately 3 hours to read and respond.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.5](http://www.corestandards.org/ELA-Literacy/RI/8/5)
- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.1.2 Literary Analysis3.1.2.1 Character Motivations
- Reading: Project Gutenberg: Harriet Ann Jacobs’s *Incidents in the
Life of a Slave Girl*
Link: Project Gutenberg: Harriet Ann Jacobs’s Incidents in the
Life of a Slave
Girl(HTML)

Instructions: Revisit Chapter 24 and Chapter 25, which give
attention to the character of Dr. Flint. What motivates Dr. Flint to
continue looking for Linda? Write a few paragraphs in your notebook
explaining what you think drives Dr. Flint to do what he does.
It should take approximately 40 minutes to review the chapters and
write your response.
Standards Addressed (*Common Core*):
- [CCSS.ELA-Literacy.RL.8.5](http://www.corestandards.org/ELA-Literacy/RL/8/5)
- [CCSS.ELA-Literacy.RL.8.6](http://www.corestandards.org/ELA-Literacy/RL/8/6)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read the content in the slide show and watch the
10-minute video, which uses popular movies to illustrate the themes.
Then think about which theme (or themes) best applies to Incidents
in the Life of a Slave Girl. Choose one or two themes. In your
notebook, write a page about what elements of the story support your
decision.

It should take approximately 45 minutes to read the slides, watch
the video, make your decision about the theme, and write your
response.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RL.8.5](http://www.corestandards.org/ELA-Literacy/RL/8/5)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.2 Reading Informational Text: Accounts of World War IIWe are going to jump ahead, chronologically and historically, for the
next set of readings. This part of the unit features letters and artwork
from World War II. Like Incidents in the Life of a Slave Girl, the
letters will provide you with a firsthand account of wartime
experience.

3.2.1 Reading ComprehensionIn this part of the unit, you will be introduced to a new type of
informational text: letters. You will read two letters written during
World War II. Though we are moving to a new historical period, the
emphasis will continue to be on reading skills.

Instructions: Kurt Vonnegut (1922 - 2007) was an American author,
whose novel Slaughterhouse-Five is frequently cited as one of the
best books of the 20th Century. After you follow the link, choose
your preferred format from the “View the Book” box on the left side
of the page. The letter details Vonnegut’s experiences as a POW
(prisoner of war) during the last months of World War II.

As you read, think about what his letter is mostly about. In your
notebook, describe the main idea of the letter in a short paragraph.
Then explain whether or not you feel some of Vonnegut’s details were
irrelevant or unnecessary.
It should take approximately 30 minutes to read and respond to the
letter.
Standards Addressed (*Common Core*):
- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read this letter written by renowned scientist Albert
Einstein. It addresses the possibility of creating a bomb for
America to use against its enemies. Though there are no explicit
cause and effect relationships, think about the effects of
Einstein’s ideas. If you’re interested in the role nuclear science
played in WWII, you can research the Manhattan Project and
Hiroshima.

It should take approximately 20 minutes to read the letter.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.5](http://www.corestandards.org/ELA-Literacy/RI/8/5)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read this letter written by an American soldier to
his wife or girlfriend back home. When you are finished, create a
Venn diagram in your notebook. Revisit the letter by Kurt Vonnegut.
What are the main similarities and differences in the experiences of
the two soldiers? After you’ve created and completed the Venn
diagram, write a response of one to three paragraphs where you
explain which letter affected you more.

It should take approximately 45 minutes to read this letter, review
the Vonnegut letter, complete the Venn diagram, and write the
response.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.2.2 Poster Art of World War II3.2.2.1 Part 1: Images of Strength
- Web Media: National Archives: “Poster Art from World War II”
Link: National Archives: “Poster Art from World War
II” (HTML)

Instructions: View the posters and read the accompanying text. It
gives additional information about each poster, its purpose, and the
reason it was created. Look at the images and colors chosen by the
artists. How were the creators of the posters trying to persuade
people? What was the message?

It should take approximately 20 minutes to view the posters and
read the text.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.2.2.2 Part 2: Images of Peril
- Web Media: National Archives: “Poster Art from World War II”
Link: National Archives: “Poster Art from World War
II” (HTML)

Instructions: You will be doing nearly the same task with the
second set of posters. View each one and read the accompanying text.
How do the images and colors differ from the posters in the first
set? How did the creators of these posters try to convey their
message? How were the messages in these posters different?

It should take approximately 20 minutes to view the posters and
read the text.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.8.8](http://www.corestandards.org/ELA-Literacy/RI/8/8)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

3.2.2.3 Responding to the Art
- Activity: Evaluating Persuasive Artwork
Instructions: You just finished analyzing two collections of posters
from World War II. Each set used a different emotion to motivate the
audience. The first set appealed to feelings of strength and
patriotism; the second set appealed to fear. In your opinion, which
set of posters was more effective? Why? Write an informal
three-paragraph essay where you introduce the topic, explain your
perspective, and create a strong conclusion.

It should take approximately 30 minutes to complete this activity,
which includes time for quickly reviewing the posters.

3.3 WritingArgumentative essay writing is the focus of this subunit. Knowing how
to craft a strong argument by organizing your key points and
anticipating counterarguments is an important skill. You will be
supported through this process by an excellent tutorial that breaks down
the information so it’s more manageable. You will revisit this tutorial
throughout the process, focusing on different parts of it as you work.
Note: We will not be studying the tutorial in order. It seemed to make
more sense to address counterarguments sooner rather than later.

Instructions: Go through the first slide show in the tutorial,
titled “Writing an Argument: Its Purpose and Style.” Take your time
while reading through each slide, as you are provided with a lot of
useful content.

It should take approximately 10 minutes to read through this
material.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.W.8.1](http://www.corestandards.org/ELA-Literacy/W/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: As indicated earlier, you are going to skip ahead
temporarily in this tutorial. Go to the section titled “Addressing
Counter-Arguments,” read the content on the three slides, and begin
thinking about possible counterarguments for your topic.

It should take approximately 5 minutes to read through this
material.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.W.8.1](http://www.corestandards.org/ELA-Literacy/W/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: The final part of this tutorial features an excellent
graphic organizer you can and should use. Now that you have learned
how to write an argumentative essay, it’s time to begin writing.
Once you have selected a solid topic, use the graphic organizer
displayed in the “Argument Outline” section to help you keep track
of your ideas. Your first draft should be between 300 and 500
words.

It should take approximately 1 hour and 30 minutes to read through
this material, begin your outline, and write the draft of your
essay.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.W.8.1](http://www.corestandards.org/ELA-Literacy/W/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Use the attached rubric to help you zero in on what
you have done well and what you need to improve. Rating your paper
with the rubric for support is a great way to help you strengthen
your paper. When you have finished, you will have a solid idea of
what you need to work on in order to write a better paper. After you
have identified your paper’s strengths and weaknesses, use that
information to help you write a second draft.

It should take approximately 1 hour to rate your paper and write a
second draft, depending on the amount of revisions needed.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.W.8.1](http://www.corestandards.org/ELA-Literacy/W/8/1)
- [CCSS.ELA-Literacy.W.8.2](http://www.corestandards.org/ELA-Literacy/W/8/2)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Activity: Sharing and Publishing
Instructions: Share your writing with a friend or family member. Ask
for feedback: What did you do well? What do you need to improve?
Before you begin, you can ask your audience to focus on specific
parts of your argument. Maybe you want to make sure your
counterargument was effective, or maybe you want to make sure you
described your topic well.

It should take approximately 1 hour to share your writing with a
friend or family member and listen to their feedback.

Directions: Watch both videos. The first one addresses verbals; the
second one deals with participles. You do not have to complete the
quiz at the end, but you should take notes about the three types of
verbals and identify the participles in the sentences from the
video.

It should take approximately 25 minutes to view both videos and
identify the verbals and participles.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.L.8.1](http://www.corestandards.org/ELA-Literacy/L/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read the information at the beginning of the
tutorial. It discusses subjects, verbs, and the importance of
agreement between the two. When you have read through the material,
you may want to think about taking notes on the key details. Then
you should view the video, which is about five minutes long, because
it offers additional illustration of the concept.

It should take approximately 30 minutes to read through the
introductory material and the slides, view the video, and take some
notes.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.L.8.1](http://www.corestandards.org/ELA-Literacy/L/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Choose a topic you feel strongly about. Some possible
examples include bullying, healthy eating and exercising, using
social media and the Internet responsibly, and working hard in
school. The topic you choose will become the subject of an original
persuasive poster that you create. The link above will take you to a
document that includes additional information and resources for
creating your poster. Your goal is to create something intended to
affect someone’s thinking about your topic, similar to the World War
II posters. You can refer back to them if you need some ideas or
inspiration.

It should take approximately 2 hours to complete this poster
project, but you may find that you need or want to work on it over a
longer period of time, doing a little in each session.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.W.8.1](http://www.corestandards.org/ELA-Literacy/W/8/1)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Click on the link above to complete the assessment,
which is designed to test your understanding of the skills and
concepts in Unit 3. It is recommended that you print these pages and
do the work directly on the page. If you are unable to print the
page, you may copy the tasks into your notebook and complete them
there. To check your answers, click
here.

It should take approximately 20 minutes to complete these tasks.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.SL.8.3](http://www.corestandards.org/ELA-Literacy/SL/8/3)
- [CCSS.ELA-Literacy.L.8.1](http://www.corestandards.org/ELA-Literacy/L/8/1)
Terms of Use: Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.

Instructions: Click on the link above to complete the assessment.
It is designed to test your understanding of the skills and concepts
in Unit 3. It is recommended that you print these pages and do the
work directly on the page. If you are unable to print the page, you
may copy the tasks into your notebook and complete them there. To
check your answers, click
here.

It should take approximately 20 minutes to complete these tasks.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.L.8.1](http://www.corestandards.org/ELA-Literacy/L/8/1)
Terms of Use: Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.

Extension ResourcesIf any of the readings in this unit have inspired you to learn more,
the following list will help you. It contains books and other resources
you can use for further study. You will most likely be able to find many
of these items in your local public library.

Reading: The Diary of a Young Girl by Anne Frank
One of the most enduring stories of the Holocaust, The Diary of a
Young Girl is a first-person account of Anne Frank, who spent two
years in hiding. After leaving Germany for the Netherlands to escape
growing anti-Semitism, Anne and her family led a carefree life until
the Nazi invasion forced them into hiding. They spent two years
living above her father’s office, until they were captured and
arrested.

Reading: The Boy Who Dared by Susan Campbell Bartoletti
This is a fictionalized account of the life of Helmuth Hübener, a
17-year-old German boy who undertook a truth-telling campaign
against the Nazis. Using an illegal radio and his typewriter, he
anonymously wrote newsletters, hoping to get his neighbors and
friends to see the truth. His capture and its aftermath is a
chilling account of the lengths Hitler’s Nazis were willing to go to
in order to maintain control over the people of Germany.

Reading: Bull Run by Paul Fleischman
This novella, told by 16 diverse characters hailing from the North
and the South, provides a fictional account of the first battle of
the Civil War. Each character provides unique perspectives of the
experience of war, with vivid and harrowing details.

Reading: Many Thousand Gone: African Americans from Slavery to
Freedom by Virginia Hamilton
This is a collection of three dozen biographies of well-known and
lesser-known slaves, as well as whites who risked jail to help them.
It stretches back to the pre-Revolutionary era through the Civil
War.